Juntos Project Initial Report

Educators’ Baseline Assessment Cleaning and Recommendations

Alejandra Garcia Isaza

March 2021

Juntos Project Description

Study and intervention details

The Juntos Project was a three-year study led by the University of Oregon’s Center for Equity Promotion CEQP.. The project developed a culturally specific family–school partnership intervention, Conexiones: Families and Schools United for Equity (hereafter referred to as Conexiones), designed to enhance Latino parents’ and educators’ capacities to effectively support Latino student success.

The Conexiones curricula was built on Latino cultural assets, addressed common challenges confronting immigrant students and families in terms of school success, and utilized effective strategies for increasing educators’ awareness of Latino cultures and the barriers that exist for Latino immigrant students and families in schools. It also focused on building effective family-school communication and partnerships with the aim of improving Latino students’ academic success.

The six participating schools belonged to three different school districts in the state of Oregon and were randomly assigned to either a control group or a intervention group that received the Conexiones intervention program. Study participants completed assessments at three different time points (baseline, immediately post-intervention, and 12-month post-intervention). The complete dataset in the project is made of three waves of data with separate assessments for each participant type (parents, students, and educators).

Report details

This report focuses only on the educators’ baseline assessment and is intended to describe the data cleaning process with the aim of guiding CEQP’s researchers and data analysts in the procedures performed to the dataset. A secondary aim is to help CEQP staff with data management responsibilities to replicate these procedures in subsequent waves of data and future projects.

The report will also include a brief description of the sociodemographic characteristics of the study participants, the scale creation process, the average scores of participants’ responses in regards to major study constructs, and recommendations for data management and cleaning.

In the appendix section, data analysts interested in using this dataset will find a codebook with all the items, variable names, and response options.

Data Cleaning procedures

The following section describes the data cleaning procedures I performed in the baseline assessment of the educators’ dataset.

I performed data cleaning procedures using the R and R Studio softwares, but had in mind that end users of the cleaned datasets will likely be SPSS users, thus, I exported the cleaned dataset to a .sav file.

The dataset

The raw dataset had 43 observations and 202 variables of which 17 were metadata variables created by Qualtrics, the software used to develop the assessment surveys. Of the 43 observations, one case, participant with id 153 had incomplete data. I called the raw dataset downloaded directly from Qualtrics as w1_raw_elt which stands for wave one of the raw data from the equity leadership team (i.e. elt).

Initial cleaning

In the following code, I created a new dataframe elt_w1_clean where I selected out all but one of the metadata variables, response_id. This variable is an unique identifier assigned by Qualtrics that resulted handy in dealing with duplicated ids.

Other simple data cleaning procedures are noted in the comments marked with a # sign. I used the clean_names, select, rename, and arrange functions.

Dealing with duplicated ids

When evaluating if the dataframe had duplicated ids, I found that id 257 was duplicated and there was no id 254.

In the table below, I am just showing a few variables and participants from school 2.

 

response_id id school q1 q2 q3
R_1NsKbbg0xSNm9DI 251 2 3 3 2
R_Xvok02kOfilkkV3 252 2 3 3 4
R_294kWxIg2imaph1 253 2 4 3 3
R_3NEywI5hBzdP9Kt 255 2 3 2 3
R_3McjQ3QdB3iSnbT 256 2 4 3 4
R_6EELe7Uuwi9W7zX 257 2 2 2 3
R_3IRUos8weYHpWB1 257 2 4 3 3

After checking with CEQP’s research assistant, I corroborated that one of the duplicated cases of id 257 in fact was id 254. I fixed this mistake with the code below using the response_id variable and the mutate and case_when functions.

The combination of these two functions is creating a new variable (that I am naming the same as it was, id) to follow the condition that if the variable response_id has the “R_6EELe7Uuwi9W7zX” value, the id value should be recoded as “254”.

Dealing with survey coding errors

The id protocol followed in CEQP projects is very straightforward. They use three digits for each individual participant id and use the first of these three digits to indicate the school id. In this system, ids in the 100’s would belong to school 1, ids in the 200’s to school 2, and so on.

By visual inspection I dentified that the first digit of the indvidual ids in the id variable did not correspond to the ids in the school id variable school for schools 3, 4, 5, and 6. In the table below, I selected four variables and only the first row of data of each of the six schools to ilustrate this point.

id school q1 q2 q3
150 1 4 3 3
250 2 4 4 3
350 4 4 3 3
450 3 3 3 3
550 6 3 3 3
650 5 4 3 3

As can be seen in the table above, ids in the 300’s are coded to belong to school 4 and ids in the 400’s are coded to belong to school 3. I am calling this flip-flopped school ids. Schools 5 and 6 were also flip-flopped.

At first, I thought that this could be due to an error in the data exporting process and it seemed like an easy enough fix to make. I thought I just needed to recode the names of the levels of the school variable. Later I found that this fix did not solve the issue. It took me a couple of months to identify that the error was coded in the Qualtrics survey.

The images below are screenshots of the same raw data SPSS file downloaded directly from Qualtrics. In figure 1, it can be seen that when the value labels button is “on” (i.e. showing value labels and not values), it appears as if there was no flip-flop because the names of the schools coincided with the numbers that were assigned to them. Indeed, school “K” was school 3 and its participants were identified with ids in the 300’s and school “A” was school 4 and its participants were identified with ids in the 400’s, and so on.

Value labels button on.

Figure 1: Value labels button on.

This changed when the value labels button was “off”. In the image below, the flip-flopped school ids is evident again:

Value labels button off

Figure 2: Value labels button off

This survey coding error meant that the school variable’s value labels properly corresponded to the participants’ ids, but the variable’s values did not. Instead of recoding the values, I decided to create a new variable called school_id and delete the flawed original variable school.

In the code below, I created a new dataframe elt_w1_clean_2 where I used the first digit of the individual participant id variable id as the reference for the new school_id variable, following CEQP’S id protocol. I also created a new variable called condition to indicate which schools were randomly assigned to the control group (coded as 1) or to the intervention group (coded as 2).

I coded schools identified with a school_id odd number (1, 3, and 5) as the control schools and the schools identified with an even number (2, 4, and 6) as the intervention schools, as directed by CEQP’s research assistant. Finally, I also created a wave variable to indicate the wave of the data. Note that I am creating all of these new variables with the mutate function.

The condition and school_id variables I created in the previous code were string variables. In the code below I created a new dataframe elt_w1_clean_3 where I coerced these variables to be numeric so they can be used in quantitative analyses using the as.numeric function. I also added value labels with the set_vall function so that SPSS users can use the value labels button.

In the code below I also fixed a response option coding error I identified in the variable q68. Throughout most of the survey, response options were coded as “Strongly Disagree” = 1, “Disagree” = 2, “Agree” = 3, “Strongly Agree” = 4, “No response” = 99; however, in variable q68 the response option “No response” was coded as “5”.

I fixed this using the ifelse function, specifying that if this variable had a response of 5, it should be changed to 99. Finally, I set the variable and value labels with the set_varl and set_vall functions, respectively, because sometimes procedures performed with ceratin functions strips out these labels.

Dealing with split out responses

In this dataset, several multiple choice variables that were originally meant to have a single answer, were spread out as if they allowed to have multiple answers. I believe this was because in the Qualtrics survey development process, the option for Multiple answer was selected, instead of Single answer.

Qualtrics survey development

Figure 3: Qualtrics survey development

When this happens, participants could select mutually exclusive options, like this:

Qualtrics survey preview

Figure 4: Qualtrics survey preview

When Multiple answer is selected, Qualtrics splits these multi-value fields into columns, assigning a value of 1 if a response option is chosen and a value of 0 if a response option is not chosen. In the following code, I collapsed the Spanish variable that was split out so it could be easily used in analyses. To avoid overwhelming the reader, I am omitting the code I used to collapse other language variables. I used the same procedure in all of these variables.

In the code below, the function pivot_longer makes the dataframe “long” as it increases the number of rows and decreases the number of columns. This function gathers variables’ names under the new variable item_2 and gathers the values of these variables under the new variable spanish_comfort. Then, I chose only the options that had a value of 1, indicating when a participant chose that response option.

Finally, I recoded the response options to follow this scheme: “Not at all comfortable” = 1, “Somewhat comfortable” = 2, “Comfortable” = 3, “Very comfortable” = 4, “No response” = 99.

When all the language variables were collapsed I checked if there were duplicated cases and I found that participant identified with id 454 chose response option “1” and response option “2”.

id spanish_comfort
451 3
452 3
453 2
454 1
454 2
455 2
456 1
457 2
458 2

Because I can only assume that this was an entry error given that the choices are, in theory, mutually exclusive: “Not at all comfortable” = 1, vs. “Somewhat comfortable” = 2, I used the distinct function to retain only unique values.

For this case, option 1 = “Not at all comfortable” was retained as the function “assumes” the second option is the duplicative.

id spanish_comfort
451 3
452 3
453 2
454 1
455 2
456 1
457 2
458 2

The last step in this process was joining the dataframe I created with all the language variables I collapsed (all_lang_vars) and the elt_w1_clean_3 dataframe that had the remaining variables. I used the left_join function to do this.

In this new dataframe elt_w1_clean_4 I also coerced the language variables to become numeric so they could be used in quantitative analyses and added the value labels so that SPSS users can use the value labels button. I used the code below to do this.

As shown, the following variables were the result of the collapsing process described above: english_comfort, spanish_comfort, other1_lang_comfort, and other2_lang_comfort.

Renaming demographic variables

In the code below, I created a new dataframe elt_w1_clean_5 where I used the rename function to rename some of the demographic variables that I used to describe participants’s characteristics in the next section of this report. This function uses a “new name” = “old name” pattern. Very straightforward!

At the end I selected out a few variables that did not have meaningful information. For instance, variable q127 was a response/no response question that only indicated if participants chose to answer it. The meaningul information was contained in variable q127_1_text that was renamed as age, which I also coerced to become a numeric variable.

Participant descriptives

In the following section, I used descriptive statistics to summarize participants’ characteristics. In this analysis, I treated responses such as “99 = not applicable” or “88 = no response” as missing values. Other category of missing values were responses coded by Qualtrics as “-99 = seen but unanswered”, when participants were not forced to respond.

In the code below I created a new dataframe called elt_w1_clean_6 where I applied a function I created recode_missing_df (code of the function not shown) to recode the 88, 99, and -99 values as NA, the way R codes missing values.

The downside of this function is that it strips out the variable and value labels. For this reason, the final dataset that will be exported to an SPSS file will be elt_w1_clean_5 where the recode_missing_df function was not applied.

SPSS users should manually code, when performing analyses, the 88, 99, and -99 values as system myssing.

Educator’s characteristics

Educators in this first wave of data (n = 43) had a mean age of 42.89 years, with an age range between 24 and 62 years of age (see figure 5). The majority of educators were identified as female (74%).

Educator's Age by gender

Figure 5: Educator’s Age by gender

A little less than half of the educators were teachers (49%), followed by administrators (16%) and other classified staff (16%). The remaining of the sample (19%) was comprised of educational assistants, counselors, and other certified staff. A little more than half of the educators had been in their current career position, regardless of school site, for over 10 years. About 12% of the educators had been in their current career position for less than a year.

All but four of the educators were born in the United States (U.S.). These four educators traced back their roots to Mexico or El Salvador and report coming for the first time to the U.S. when they were between 11 and 24 years of age. The entirety of the educators in the sample felt either very comfortable or comfortable speaking in English, but only about 20% felt the same way speaking in Spanish.

Educator's Races/Ethnicities and Roles

Figure 6: Educator’s Races/Ethnicities and Roles

As can be seen in figure 6, educators in this sample were overwhelmingly White (81%). Other educators identified as Latino (12%), Native American (7%), Indigenous from Latin America (2%), and African American (2%). Roughly 5% identified as other race/ethnicity 1.

Study constructs’ scales

In this section, I describe the scale creation process of some of the study constructs the intervention was designed to influence. The steps involved in this process were: reverse coding of items, scale reliability check, and scale creation.

Reverse coding of items

The first step in the scale creation process was to identify which items needed to be reverse coded. Unfortunately, there was no indication in the original survey of which items needed to be reverse coded, so I had to use my subjective judgement to identify them.

This was a time consuming step because it entailed an item by item and then a scale by scale review. Luckily, once the items were identified, the reverse coding process was really fast because the likert_reverse function did the “heavy lifting”! Note that I use this function within a mutate function call.

In the code below I created a new dataframe called elt_w1_clean_6_rev_code where I included the new reverse coded variables.

Here I reverse coded all of the items in the survey that needed to be reverse coded, however, I did not use the first and last two variables, q25, q123, and q124 in the scale creation process because they belong to scale constructs other than school climate, family-school relationships, and teacher self efficacy. The following are the items I reverse coded and used in the scale creation process described below:

Item q73: Regardless of Latino students’ abilities, it seems most Latino students are bound for a vocational career rather than for community college or university studies.
Item q110: When I really try, I can get through to most difficult students.
Item q113: If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson.
Item 114: If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly.
Item q115: If one of my students couldn’t do a class assignment, I would be able to accurately assess whether the assignment was at the appropriate level of difficulty.
Item q116: I can get through to even the most difficult or unmotivated students.

Reliability check

Once I completed the reverse coding step, I checked the reliability of the scales of the study constructs mentioned before. I used Chronbach’s alpha as a measure of the internal consistency of the scale and I followed these guidelines to indicate the level of the scale’s reliability:

.00 to .69 = Poor reliability
.70 to .79 = Fair reliability
.80 to .89 = Good reliability
.90 to .99 = Excellent/Strong reliability

In the following code chunks, first, I created a dataframe with only the specific items of interest. Then, I checked the internal consistency of this dataframe (i.e., the scale) using the alpha function. I followed this same procedure for all of the scales.

0.0.1 School climate

In the original survey that educators completed, the prompt for items q1 to q24 asked about the school’s general climate. Despite my efforts to find the original measure that was used as a reference to create these items, I was not succesful in finding it.

For what I gathered of the survey development process, different items from different measures were used, however, the survey developer(s) did not leave a precise record of what items belonged to what measure.

It is likely that several items from this scale were adapted from items in Part A: General Climate Factors of the public domain Charles F. Kettering Instrument (Fox et al., 1973) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2007). It is important to note that these two measures have a number of subscales within them, thus, it is possible that the scale named here as climate_gen also has subscales. This scale is a good candidate for further Exploratory and Confirmatory Factor Analyses (EFA and CFA).

Following the guidelines stated above, the general school climate scale has an excellent internal consistency (.92). It is important to say, however, that because Cronbach’s alpha increases as the number of items increases, this high score may be due to the high number of items included in the scale (24 items).

Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better general school climate.

0.0.2 Diversity engagement

For this scale, I was not able to locate any measures of reference.

The diversity engagement scale has 14 items and it has an excellent internal consistency (.92), however, items within the scale seemingly allude to very different topics, from professional development to connecting student with resources. This scale may also be a good candidate for EFA and CFA.

Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate more engagement of diverse students/families at the school.

0.0.3 Equity self-efficacy

For this scale, I was not able to locate any measures of reference.

The equity self-efficacy scale has 5 items and it has a good reliability (.89).

Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate that educators were more self efficacious when promoting equity at their school.

0.0.4 Relationship with Latino families

For these scales, I was not able to locate any measures of reference.

In the original survey that educators completed, there were two sections about relationships with Latino families. The first section prompted educators to think about the school-Latino Families relationships and the second section prompted educators to think about their own relationship with Latino families.

0.0.4.1 School-Latino families relationship

In the teacher-Latino families section of the survey, I noticed that 3 items referred more to the school-Latino families relationship than to the teacher-Latino families relationship:

Item q70: The school makes Latino parents aware of opportunities for leadership roles in the school such as the Parent-Teacher Association or other decision-making opportunities.
Item q71: Community resources and information are readily available and in Spanish at this school.
Item q72: This school reaches out to community organizations that focus on Latino families.

I checked the reliability values of this scale with and without these 3 items.

As shown in the code above, the scale with the 3 additional items has a slightly better internal consistency (.88) so I decided to keep those items in the scale.

The school-Latino families relationship scale has 12 items and it has a good reliability (.88).

Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better school-Latino families relationships.

0.0.4.2 Teacher-Latino families relationship

I conducted a similar process for the teacher-Latino families relationship scale. First I checked the internal consistency of the scale as it was presented to the educators (i.e., as a section) and then I checked the internal consistency of the scale without the items I included in the school-Latino families relationship.

In the code below it can be seen that the internal consistency of the teach_lat_fam_rel scale was poor (.69). Applying the alpha function threw a message that indicated that items q73 and q75 were negatively correlated with the total scale and a possible solution was reverse coding them.

Item q73 was actually one of the items I reverse coded at the beginning of this section and I don’t think it should be reversed back. Item q75 did not appear to need to be reverse coded:

Item q73: Regardless of Latino students’ abilities, it seems most Latino students are bound for a vocational career rather than for community college or university studies.
Item q75: In general, I see Latino parents supporting their children’s education, such as going to the library or helping with homework.

In my view, q73 does not hang well with the rest of the items in the scale as it does not probe the teacher-family relationship. What it does probe is a bias about Latino students.

For its part, item q75, does not appear to probe the teacher-family relationship either, but the teacher’s perception of Latino parents’ involvement in their children education at home. Even though item q76 was not flagged, it appears to probe something similar to q75, the teacher’s perception of Latino parents’ involvement in their children education at school. I checked how the scale fared taking out these 3 items.

As can be seen, taking out these items improved the Chronbach’s alpha values of the teach_lat_fam_rel_2 scale (.76, fair consistency). Despite the improvement, I still wanted to check the internal consistency of the scale if I took out the items I consider better reflect the relationship with school.

In the teach_lat_fam_rel_3 scale I left out items q70 to q72 and the Chronbach’s alpha score improved substantially, thus, I settled for this scale to measure the teacher-Latino family relationship.

The final teacher-latino families relationship scale has 6 items and it has a good reliability (.84).

Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better teacher-Latino families relationships.

0.0.5 Teacher self efficacy

Items to measure teacher’s self efficacy were adapted from the Hoy & Woolfolk (1993) version of the Teacher Efficacy Scale (TES; Gibson & Dembo, 1984). Hoy & Woolfolk (1993) proposed and tested two independent dimensions in the TES, general teaching self efficacy and personal teaching self efficacy. Here I checked the reliability of the complete scale and of the two independent dimensions.

Its important to note that the response options in this scale differed substantially from the previous scales. Response options ranged from 1 - 6 (i.e., strongly agree - strongly disagree). Also, Items q110, q113, q114, q115, q116 were reverse coded so that higher scores, either in the whole scale or the independent dimensions, indicate better teacher self efficacy.

Chronbach’s alpha results indicate that the complete scale has a fair reliability (.74). In terms of the dimensions, the general teaching self efficacy scale has a fair reliability (.73) and the personal teaching self efficacy has a good reliability (.88).

I decided to use the independent dimensions instead of the whole scale as they provide more nuanced information.

The general teaching self efficacy scale has 5 items. Higher scores indicate better general teaching self efficacy.

The personal teaching self efficacy scale has also 5 items. Higher scores indicate better personal teaching self efficacy.

Average scores

In this final section, I include a table with the educator’s baseline average scores in regards to the scales that I created above.

Scale M SD Min Max
General school climate 2.98 0.37 2.08 3.75
Diversity engagement 2.83 0.51 1.77 3.93
Equity self efficacy 2.90 0.58 2.00 4.00
School-Latino families rel. 2.60 0.47 1.67 3.64
Teacher-Latino families rel. 3.16 0.48 2.17 4.00
General teaching efficacy 4.58 1.03 2.40 6.00
Personal teaching efficacy 4.85 0.94 1.40 6.00

Recommendations

Appendix

Data frame: elt_w1_clean_5
ID Name Label Values Value Labels
1 school_id 1
2
3
4
5
6 		cascade
prairie_mountain
kelly
ata
briggs
agnes_stewart
2 condition 1
2 		control
intervention
3 response_id Response ID <output omitted>
4 id <output omitted>
5 participant_role Your role at this school: - Selected Choice 1
2
3
4
5
6 		Administrator
Teacher
Counselor
Aducational Assistant
Other classified staff (specify)
Other certified staff (specify)
6 participant_role_5_text Your role at this school: - Other classified staff
(specify) - Text 		<output omitted>
7 participant_role_6_text Your role at this school: - Other certified staff
(specify) - Text 		<output omitted>
8 wave range: 1-1
9 q1

There are 135 questions on this survey. It is
designed to be answered by all members of the
school staff. As a result you may not always have
experience with the situations we refer to. You
may feel you don’t have enough contact with a
certain situation to answer a certain question,
but using your best judgement, please choose the
answer that best reflects your opinion and
experience. Because this survey is completely
voluntary, we have provided a “no response” option
on all statements however, we hope that you choose
to answer all questions as thoughtfully as
possible using the agreement scale provided.
School Climate

This beginning section asks about
your opinion of the general climate of the school.

Using the scale provided, please indicate how
much you agree or disagree with each statement.


The asterisks mean the following:

  • =
    Parents or Guardians

** = Administrators,
teachers and all other staff

I enjoy working
at this school. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
10 q2 Teachers and parents* listen to each other. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
11 q3 Students get along well with each other. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
12 q4 I am a valued member of this school. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
13 q5 There is a trusting relationship between teachers
and students. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
14 q6 There is a trusting relationship between teachers
and parents. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
15 q7 There is a trusting relationship between teachers. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
16 q8 There is a trusting relationship between
administrators and all other school staff**. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
17 q9 Students in this school are enthusiastic learners. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
18 q10 Teachers are proud to be teachers. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
19 q11 School staff is respectful to the whole school
community. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
20 q12 Parents from diverse groups are involved in the
school. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
21 q13 Administration and other school staff collaborate
well. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
22 q14 The school is welcoming to all its members. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
23 q15

This school…

…creates opportunities for
community building. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
24 q16

This school…

…creates a sense of belonging for
all. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
25 q17

This school…

…actively engages parents to take
part in school-related activities and functions. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
26 q18

This school…

…clearly communicates its
expectations to students. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
27 q19

This school…

…clearly communicates its
expectations to parents. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
28 q20

This school…

…is a safe and caring environment
for all. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
29 q21

This school…

…views parents as important to the
school’s success. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
30 q22

This school…

…has parents from diverse cultures
involved in school functions and activities. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
31 q23

This school…

…has a lot of parent participation
in school functions and activities. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
32 q24

This school…

…creates positive relationships with
all types of families, even if there are language
and cultural/ethnic differences. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
33 q25

This section has to do with how your school and
the school community deal with conflict and
challenging behaviors. Please indicate how much
you agree or disagree with each statement by using
the scale provided.

At this school…


…when a student causes harm, the school’s main
response is to punish the student. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
34 q26

At this school…

…when there is conflict, school
staff considers the diverse background and
differing points of view of the people involved. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
35 q27

At this school…

…students and staff communicate
with each other respectfully. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
36 q28

At this school…

…parents contribute to solutions
for their student’s school-based behavioral
problems. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
37 q29

At this school…

…when there is conflict, we focus
on the needs and interests of all parties
involved. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
38 q30

At this school…

…we support direct and
constructive dialogue in a safe environment. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
39 q31

At this school…

…students are allowed to make
amends after causing harm. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
40 q32

At this school…

…when there is conflict, it is
handled quickly. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
41 q33

At this school…

…when there is conflict, we focus
on repairing the harm and restoring relationships. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
42 q34

At this school…

…we learn from conflict and don’t
ignore it. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
43 q35

At this school…

…students work with school staff
to resolve conflicts and problems. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
44 q36

This section has to do with how your school and
the school community engage with the different
cultural backgrounds present in your school.
Please indicate how much you agree or disagree
with each statement by using the scale provided.


As staff at this school…

…we are committed to our
own professional development and ongoing education
about how our cultural backgrounds influence our
work. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No Response
45 q37

As staff at this school…

…we collaborate and
implement best practices for teaching students
from diverse cultural and language backgrounds. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No Response
46 q38

As staff at this school…

…we recognize that
every child, no matter what they struggle with,
also has strengths and resources. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
47 q39

As staff at this school…

…we teach students about
civic awareness and social responsibility. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No Response
48 q40

As staff at this school…

…the teachers and
administrators examine policies and practices to
make sure all students are treated fairly. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
49 q41

As staff at this school…

…we are comfortable
advocating for student equity with other staff
members. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
50 q42

As staff at this school…

…we ensure every student
has the resources needed to succeed (e.g. rents or
borrows musical instruments, ensures that computer
labs are open for use, provides resources and
materials available in languages other than
English.) 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
51 q43

As staff at this school…

…we make special efforts
to engage with families who have low participation
rates in school. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
52 q44

As staff at this school…

…we provide a Family
Resource Center which allows for safe and
welcoming interactions between school staff and
family members. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
53 q45

As staff at this school…

…we share common goals
for students no matter their background and
culture. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
54 q46

As staff at this school…

…we see ourselves as a
supportive community that includes all our
families. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
55 q47

As staff at this school…

…we are comfortable
talking about equity issues in deep ways. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
56 q48

As staff at this school…

…we are able to talk
about our own personal cultural identities and
experiences. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
57 q49

As staff at this school…

…we don’t sweep issues
of race, equity, or culture under the rug. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
58 q50

This section has to do with having conversations
about equity with your colleagues and other school
staff. Please indicate how much you agree or
disagree with each statement by using the scale
provided.

Even if others in my school do not
share my commitment to equity issues, I know how
to …

…engage them around equity issues. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
59 q51 Even if others in my school do not share my
commitment to equity issues, I know how to …
…promote equity work. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
60 q52 Even if others in my school do not share my
commitment to equity issues, I know how to… …have
difficult conversations with colleagues about
issues such as implicit bias, discrimination,
disproportionality (e.g., disciplinary outcomes.) 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
61 q53

At my school, I feel confident that …

…I could
facilitate a conversation with my colleagues about
difficult topics such as implicit bias,
discrimination, or disproportionality. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
62 q54

At my school, I feel confident that …

…if I
saw a colleague acting in a way that I felt was
inequitable or unfair, I would know how to reach
out to that person in order to have an open and
honest conversation about the incident. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
63 q55

At my school, I feel confident that …

…if I saw
another staff member acting in a way I felt was
inequitable or unfair, I would feel comfortable
disrupting the behavior in a gentle, positive way. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
64 q56

This section focuses specifically on the
relationship between the school and its Latino
families. Please indicate how much you agree or
disagree with each statement by using the scale
provided.

At this school…

…manuals and other
materials are readily available in Spanish 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
65 q57 At this school… … information about homework,
school activities, and opportunities for family
involvement is available in Spanish. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
66 q58 At this school… …we have an open and accepting
attitude toward Latino families. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
67 q59 At this school… …we have a welcoming environment
for Latino cultures and languages. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
68 q60 At this school… …teachers, administrators and
school staff actively engage Latino families in
school activities and functions. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
69 q61 At this school… …a bilingual (Spanish/English)
staff member or translator is readily available
when needed or requested. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
70 q62 At this school… …we hold a number of
multi-cultural events and social nights in Spanish
or bilingually. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
71 q63 At this school… … we actively seek the
participation of our Latino families in all
aspects of the school. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
72 q64 At this school… … we offer workshops in Spanish on
topics such as parent leadership in the school,
how to understand the curriculum, and ways to help
children succeed academically. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
73 q65

This section has to do with your relationship with
Latino families. Please indicate how much you
agree or disagree with each statement by using the
scale provided.

In general, I feel I can
talk with and am heard by Latino parents. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No Response
74 q66 If I had a problem with a Latino child, I would
feel comfortable talking to his/her parent about
the situation. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
75 q67 If I am in contact with a Latino family, I keep in
mind that Latino families come from a variety of
different cultures and linguistic backgrounds. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
76 q68 When I communicate with Latino families, I keep in
mind that many Latino parents may not understand
how to navigate the educational system in this
country. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
77 q69 I reach out to Latino families so they feel like
part of the school community. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
78 q70 The school makes Latino parents aware of
opportunities for leadership roles in the school
such as the Parent-Teacher Association or other
decision-making opportunities. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
79 q71 Community resources and information are readily
available and in Spanish at this school. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
80 q72 This school reaches out to community organizations
that focus on Latino families. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
81 q73 Regardless of Latino students’ abilities, it seems
most Latino students are bound for a vocational
career rather than for community college or
university studies. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
82 q74 In general, Latino parents ask questions or make
suggestions to me about their child. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No Response
83 q75 In general, I see Latino parents supporting their
children’s education, such as going to the library
or helping with homework. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
84 q76 In general, Latino parents are involved in their
children’s lives at school. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No Response
85 q77 The next section is about the classroom
environment. You do not necessarily have to be a
teacher or teaching assistant, we are looking for
your opinion about how you think the classroom
environment is at your school. If you feel you
have enough knowledge of how the classroom
operates, even if you are not a teacher or
teaching assistant, please answer the next section
by answering ‘yes’, if not, answer ‘no’ below. 		1
2 		Yes
No
86 q78

For teachers, teacher assistants, and staff who
interact in the classroom environment.

The
following questions are about interactions between
you and your students in your classroom. Please
answer how much you agree or disagree with the
following in your classroom(s) using the scale
provided.

In the classroom…

… we honor
individual perspectives. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
87 q79 In the classroom… … we have class discussions that
celebrate the rich cultures and backgrounds
present at our school and in our classroom. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
88 q80 In the classroom… … we embrace all cultural and
family differences as assets to our school. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
89 q81 In the classroom… … we role model behaviors of
inclusion. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
90 q82 In the classroom… … we engage in
relationship-building activities in the classroom. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
91 q83 In the classroom… …we talk about the importance of
seeing from another’s point of view as a way to
challenge personal assumptions, implicit biases,
and stereotypes. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
92 q84 In the classroom… … we use examples from the
different cultural experiences in the class to
enrich our discussions. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
93 q85 In the classroom… … we talk about how stereotypes
and assumptions can cause injustice. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
94 q86 In the classroom… …we reflect on how our own
personal beliefs, backgrounds, and assumptions may
affect how we interact with others. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
95 q87 In the classroom… … we discuss how different
beliefs, assumptions and stereotypes can create an
uneven playing field for minorities and other
under-represented groups. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
96 q88 In the classroom… … we discuss how stereotypes and
different beliefs that exist in our society can
lead to achievement gaps. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
97 q89 In the classroom… … we discuss the importance of
giving back to the community through volunteering
or other community outreach projects. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
98 q90 In the classroom… … we practice active listening. 1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
99 q91 In the classroom… … we create an environment that
all of us enjoy being part of. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
100 q92 In the classroom… … we work together to resolve
most conflicts that arise. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
101 q93 In the classroom… … we are allies against social
injustices (i.e., racism, sexism, classism, etc.) 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
102 q94

In the classroom…

… we expect each other to
perform to our highest ability. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
103 q95 In the classroom… … our classroom celebrates
diversity (through books, posters on the wall,
etc.) 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
104 q96 In the classroom… …students are very aware of
expectations of behavior. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
105 q97 In the classroom… … I reinforce and encourage
desired behavior of my students through positive
recognition (for example, praise or compliments). 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
106 q98

Several of the following statements assume a role
of interacting with students in the classroom,
however you still may have contact with students
outside the classroom, if certain situations do
not apply to you please use the N/A option,
otherwise use the scale provided for your answer.
During this school year, I have…

…greeted the
English Language Learners in my classroom (or
students at the school in general) with a word or
phrase from their heritage language. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
107 q99 During this school year, I have… … looked up
information about the cultures of my students, (
or the students at this school in general). 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
108 q100 During this school year, I have… … developed
personal relationships with my students. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
109 q101 During this school year, I have… … helped students
develop positive relationships with their
classmates. 		1
2
3
4 		Strongly Disagree
Disagree
Agree
Strongly Agree
110 q102 During this school year, I have… … determined
whether my students like to work in groups or
individually. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
111 q103 During this school year, I have… … taken steps to
learn about the difference between equity and
equality. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
112 q104 During this school year, I have… … examined my own
position of power and privilege. 		1
2
3
4
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
No response
113 q105 During this school year, I have… … taken a class
or a professional development course on issues
such as equity or cultural responsiveness. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No response
114 q106 During this school year, I have… … concentrated on
the learning style of my students in order to
create multiple pathways for students to be
successful. 		1
2
3
4
88
99 		Strongly Disagree
Disagree
Agree
Strongly Agree
N/A
No response
115 q107 Are you a teacher, Teacher’s Assistant (TA), or
any other form of school staff that aids in hands
on activities in the classroom? 		1
2 		Yes
No
116 q108

Teacher Efficacy Scale (Short Form) *In Hoy, W.K.
& Woolfolk, A.E. (1993). Teachers’ sense of
efficacy and the organizational health of schools.
The Elementary School Journal 93, 356-372.

A
number of statements about organizations, people,
and teaching are presented below. The purpose is
to gather information regarding the attitudes of
educators concerning these statements.

Please
indicate how much you agree or disagree with each
statement by using the scale provided.


The amount a student can learn is primarily
related to family background. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
117 q109 If students aren’t disciplined at home, they
aren’t likely to accept any discipline. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
118 q110 When I really try, I can get through to most
difficult students. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
119 q111 A teacher is very limited in what he/she can
achieve because a student’s home environment is a
large influence on his/her achievement. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
120 q112 If parents would do more for their children, I
could do more. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
121 q113 If a student did not remember information I gave
in a previous lesson, I would know how to increase
his/her retention in the next lesson. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
122 q114 If a student in my class becomes disruptive and
noisy, I feel assured that I know some techniques
to redirect him/her quickly. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
123 q115 If one of my students couldn’t do a class
assignment, I would be able to accurately assess
whether the assignment was at the appropriate
level of difficulty. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
124 q116 I can get through to even the most difficult or
unmotivated students. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
125 q117 A teacher really can’t do much because most of a
student’s motivation and performance depends on
his or her home environment. 		1
2
3
4
5
6
99 		Strongly Agree
Moderately Agree
Agree slightly more than disagree
Disagree slightly more than agree
Moderately Disagree
Strongly Disagree
No response
126 q118

This section has to do with the environment at
your school since the presidential election of
2016. “Reprinted with permission of Teaching
Tolerance, a project of the Southern Poverty Law
Center. www.tolerance.org"

Using the scale
provided please answer how much you agree or
disagree with the following statements.

Since
the presidential election of 2016, at my school…


I have witnessed an increase in anti-immigrant
sentiment. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
127 q119

Since the presidential election of 2016, at my
school…

Students have expressed an increased
unease or fear about what may happen to them or
their families. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
128 q120

Since the presidential election of 2016, at my
school…

I have noticed an increase in
derogatory language or slurs about students of
color. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
129 q121

Since the presidential election of 2016, at my
school…

Students are targeting other students
based on who they supported in the election. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
130 q122

Since the presidential election of 2016, at my
school…

Teachers or administrators are being
harassed for standing up for children. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
131 q123

Since the presidential election of 2016, at my
school…

The administration is being responsive
to incidents that occur due to the post-election
climate. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
132 q124

Since the presidential election of 2016, at my
school…

Teachers and administrators have put
in place a support system specifically to help the
school deal with the post-election climate. 		1
2
3
4
99 		Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
No response
133 q125 Since the presidential election of 2016, if
specific incidents of election-related bigotry or
harassment have occurred in your school, please
describe them in the space below. (In about 400
words or less) 		<output omitted>
134 q126 Since the presidential election of 2016, using the
space below, please describe any examples of hope
or inclusion that have occurred in your school
following the election. (In about 400 words or
less) 		<output omitted>
135 age range: -99-62
136 birth_country In which country were you born? (MARK one) -
Selected Choice 		1
2
99 		United States
Another country (specify):
No response
137 another_birth_country_text In which country were you born? (MARK one) -
Another country (specify): - Text 		<output omitted>
138 age_first_moved_us If you were born outside the U.S, how old were you
when you first moved to the US? - Age: - Text
139 white Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice White 		1 White
140 hispanic_latino_spanish Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Hispanic, Latino, or
Spanish Origin 		1 Hispanic, Latino, or Spanish Origin
141 black_african_american Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Black or African
American 		1 Black or African American
142 asian Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Asian 		1 Asian
143 american_indian_alaska_native Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice American Indian,
Alaska Native 		1 American Indian, Alaska Native
144 indigenous_americas Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Indigenous from
Mexico, Central America or South America
(specify): 		1 Indigenous from Mexico, Central America or South America (specify):
145 middle_eastern_north_african Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Middle Eastern or
North African 		1 Middle Eastern or North African
146 native_hawaiian_pacific_islander Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Native Hawaiian or
other Pacific Islander 		1 Native Hawaiian or other Pacific Islander
147 race_ethnicity_other Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice Other: (specify) 		1 Other: (specify)
148 race_ethnicity_no_response Please describe your race/ethnicity: (MARK those
that apply) - Selected Choice no response 		1 no response
149 indigenous_americas_text Please describe your race/ethnicity: (MARK those
that apply) - Indigenous from Mexico, Central
America or South America (specify): - Text 		<output omitted>
150 race_ethnicity_other_text Please describe your race/ethnicity: (MARK those
that apply) - Other: (specify) - Text 		<output omitted>
151 gender_id Gender identity: - Selected Choice 1
2
3 		Male
Female
Other (specify)
152 years_in_position How long have you been in your current career
position (regardless of school/site)? 		1
2
3
4
99 		Less than 1 year
1 to 5 years
5 to 10 years
10 years or more
no response
153 years_in_school How many years have you worked at your current
school? 		1
2
3
4
99 		Less than 1 year
1 to 5 years
5 to 10 years
10 years or more
No response
154 equity_leadership My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice Equity leadership  		1 Equity leadership 
155 cultural_responsiveness My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice Cultural responsiveness   		1 Cultural responsiveness  
156 restorative_practices My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice Restorative practices   		1 Restorative practices  
157 diversity My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice Diversity  		1 Diversity 
158 ell My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice English language learners 		1 English language learners
159 cont_ed_other My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice Other, explain 		1 Other, explain
160 cont_ed_na My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice N/A, I am not required to take continuing
education courses 		1 N/A, I am not required to take continuing education courses
161 cont_ed_no_response My continuing education coursework has covered the
following topics (MARK all that apply): - Selected
Choice No response 		1 No response
162 cont_ed_other_text My continuing education coursework has covered the
following topics (MARK all that apply): - Other,
explain - Text 		<output omitted>
163 english_comfort 1
2
3
4
99 		not at all comfortable
somewhat comfortable
comfortable
very comfortable
no response
164 spanish_comfort 1
2
3
4
99 		not at all comfortable
somewhat comfortable
comfortable
very comfortable
no response
165 other1_lang How comfortable are you speaking the following
languages? - Other (specify, or mark NA if it
doesn’t apply) - Text 		<output omitted>
166 other1_lang_comfort 1
2
3
4
99 		not at all comfortable
somewhat comfortable
comfortable
very comfortable
no response
167 other2_lang How comfortable are you speaking the following
languages? - Other (specify, or mark NA if it
doesn’t apply) - Text 		<output omitted>
168 other2_lang_comfort 1
2
3
4
99 		not at all comfortable
somewhat comfortable
comfortable
very comfortable
no response

References

Fox, R. S., Boles, H. E., Brainard, E., Fletcher, E., Huge, J. S., Martin, C. L., Maynard, W., Monasmith, J., Olivero, J., Schmuck, R., Shaheen, T. A., Stegeman, W. H. (1973). School climate improvement: a challenge to the school administrator. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569.

Hoy, W. K., & Tschannen-Moran, M. (2007). The conceptualization and measurement of faculty trust in schools: The Omnibus T-Scale. In Hoy, W. K., & DiPaola, M. (Eds.). Essential ideas for the reform of American schools (pp. 87-114). Charlotte, NC: IAP.

Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355-372.

  1. In this study, participants were allowed to select as many races or ethnicities they felt identified with, thus, percent of total adds up to more than 100%↩